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The study examines managing teacher education and innovative reforms agenda for curriculum execution in secondary schools in Imo state, Nigeria. The study adopted descriptive survey design. The population comprised of Five hundred and thirty (530) secondary school Principal in Imo state school system. The sample consisted of 200 duty principals randomly selected by stratified technique from each of the three education zones of the state, Okigwe, Orlu, and Owerri. Fifteen (15) items questionnaire was the instruments for data collection and the instrument was validated by experts in Imo state University, Owerri. The questionnaire which recorded a reliability coefficient of 0.89 was administered face to face to 200 respondents by the researchers who also retrieved same. The data collected were analyzed with mean and standard deviation and null hypothesis were tested using the z-test statistics at 0.05 level of significance. Based on the results, the researchers made crucial recommendations that government and stakeholders in education should emphasize on managing teacher education and innovative reform agenda to enhance development of the nation.

Pt.1-4 bound as J60 L2 90th v.5; pt.5-6 bound as J60 L2 90th v.6 pt.1; pt.7(appendixes 1-2) bound as J60 l2 90th v.6 pt.2; pt.8(appendixes 3-4) bound as J60 L2 90th v.7 ; "S. 3099, to amend the Vocational Act of 1963, and for other purposes and related bills" ; "S. 3098, to amend the Higher Education Act of 1965, the National Defense Education Act of 1958, the National Vocational Student Loan Insurance Act of 1965, the Higher Education Facilities Act of 1963, and related acts" ; Bibliographical footnotes. ; Pt. 1. March 12, 1968 -- pt. 2. March 13, 25, and 26, 1968 -- pt. 3. March 27, 1968 -- pt. 4. March 28, Washington, D.C. and March 29, 1968, Austin, Tex -- pt. 5. April 2, 1968 -- pt. 6. April 3, 4, and 5, 1968 -- pt. 7. Appendixes I and II -- pt. 8. Appendixes III and IV ; Mode of access: Internet.

The direct origin of the structure of the Japanese education system must be understood within the American occupation in the mid-twentieth century. So, from mid-1980s, Japanese state has feared losing its collective political identity and its cultural identity; increasing tension between being "Japanese citizen" and "world citizen". A historical review will allow us to understand contemporary educational contrasts that directly affects the construction of young Japanese citizenship and the teaching of History. In general, we try to understand the educational activities carried out in the political and social context of the Tokugawa shogunate, actions that led to a cultural maturity and a high level of literacy; all under the heritage of traditional education and the separation of social classes. We board the identity shock and changes in citizenship and society from the Edo Period to the Meiji Era after the Boshin War (1968-1969). We review some of the most important changes that have taken place in the Japanese education system since the promulgation of the Law of the Educational System in 1872, focusing on the teaching of History. Finally, it is approached the status of academic internationalization and the search for balance between cosmopolitan citizenship and Japanese citizenship. ; Estrategia Política Científica. Vicerrectorado de Investigación de la Universidad de Huelva.

The history of American education is a history of local control. Symbolized by the image of the one-room "little red schoolhouse", from our nation's beginnings, schools have been under the direction of local communities. Teachers were hired by local school boards, who paid their salaries and often provided housing and food as well. Curriculum was also set locally, although often through the choice of textbooks, or primers, that were the published work of various education "experts" from other places. Importantly, teachers were also fired locally. As a result, American education has long been quite sensitively calibrated to local outlooks, concerns and politics.

In developing countries, Information Technology education is associated with high cost and is not typically available outside urban areas. Seeking IT education might not be on the priority list of countries battling numerous problems related to healthcare, housing, nutrition and other basic needs of life, but globally, IT education is an increasingly important aspect of human resource development, as well as economic development. This article presents a case where the provision of IT education differs from the conventional emphasis on urban dwellers. The authors discuss the case of Summit Computers in a rural community in Nigeria. The analysis of the case suggests that for developing countries to benefit from advances in IT, awareness among the real users, convenience, affordability and consideration of how IT training can meet local needs and employment are important factors. Entrepreneurship, participation and empowerment of local users are also discussed as important factors that enhance the sustainability of IT education in rural communities.

A study of the phenomenon of 'super-educ' in Uruguay. In analyzing the r between educ & development, & educ & level of occup, the hypothesis is put forward that the role of formal educ in the distribution of occup'aI roles increases from a stage of complete underdevelopment but decreases again at a stage of advanced development, where educ tends to become a necessary but no longer sufficient condition. A phenomenon of 'super-educ' arises when the occup'al structure remains largely static, & this situation is analyzed through a survey of the pop of Montevideo made in 1959 & covering 2,415 heads of fam's, of whom 2,006 were M (the treated data concern only the latter). The data, presented in 6 tables, also show the relationship between educ & degrees of Ur soc'ization. I. Langnas.